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Data-based Questions
Figure 1 shows the cross section of the Earth according to the chemical composition.
Figure 1
(a)
Label and describe the state of each layer of the Earth in the table below.
Name
(5 marks)
State
A
B
C
D
E
(b)
(c)
(d)
(i)
Which layers are involved in plate movement on the Earth?
(2 marks)
(ii)
With the help of an annotated diagram, explain the mechanism of plate movement. (4 marks)
With the use of appropriate examples, explain the significance of plate movement in shaping the
Earth’s landscape.
(3 marks)
How does plate movement result in earthquakes and volcanic eruptions?
(4 marks)
##
(a)
Name
State
A
Crust
Solid
B
Upper mantle
Solid (except the asthenosphere
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which is in semi-molten state)
(b)
C
Lower mantle
Solid
D
Inner core
Solid
E
Outer core
Molten
(i)
Layers A, B and C
(ii)
Convection currents are formed in the mantle (layers B and C) due to the high temperature of the
core. / These currents provide strong forces to drive the movement of tectonic plates that make
up the earth’s crust (layer A).
(c)
Driven by the convection currents, tectonic plates will converge, diverge and move sideways at
different types of plate boundaries, forming different landforms. / Tectonic plates converge at
destructive plate boundary, forming landforms such as ocean trenches, fold mountains, volcanoes and
island arcs. / When two tectonic plates diverge at constructive plate boundary, landforms such as rift
valleys, mid-oceanic ridges, volcanoes and volcanic islands will be produced. / Tectonic plates slide
past one another laterally at conservative plate boundaries, forming landforms such as transform faults.
(At least two examples for constructive and destructive boundaries respectively)
(d)
Earthquakes: As the tectonic plates move, compressional and tensional or shear stress will develop and
accumulate along plate boundaries. / When the stress becomes too great that the plate cannot withstand,
it will be released in the form of seismic waves, causing an earthquake.
Volcanic eruptions: The accumulation of stress on the Earth’s crust at the plate boundaries creates
lines of weakness. / Magma and gases in the mantle are pushed up to the surface through these lines of
weakness, causing volcanic eruption.
##
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Figure 1 shows the major plate boundaries on the Earth.
Figure 1
(a)
(b)
Mark the location of the following places, A to E, on Figure 1.
The Andes (A)
Mid-Atlantic Ridge (B)
The Himalayas (D)
Hawaiian Islands (E)
(5 marks)
California (C)
At each location, draw arrows that best represent the directional movement of the plates in that area.
(5 marks)
(c)
Compare and contrast the plate movement at B and C.
(4 marks)
(d)
(i)
What tectonic hazard can be found at both A and E?
(1 mark)
(ii)
In what way is this hazard different at A and E? Explain.
(3 marks)
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##
(a) & (b)
(c)
B
C
At constructive plate boundary where the
At conservative plate boundary where the
tectonic plates move away from each other.
plates slide past each other laterally.
Involves more plates, including the North
Involves fewer plates, only the North
American Plate, South American Plate, Eurasian
American Plate and the Pacific Plate.
Plate and African Plate.
Sea-floor spreading leads to formation of new
Faulting leads to the formation of transform
crust.
fault, no new crust is formed.
(Any 2 comparisons)
(d)
(i)
Volcanic eruption
(ii)
Volcanic eruption at A is more powerful than at E. / At A, there is melting of crustal materials
when the oceanic crust (Nazca Plate) subducts under the continental crust (South American
Plate). / At E, the volcanoes are hot spot volcanoes. There is no subduction and hence melting of
crustal materials. Volcanic eruption is therefore less powerful than at subduction zones.
##
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Study the following information and then answer the questions.
Volcanic ash not dissipating, airports still closing
Iceland's EyjafjallajÖkull volcano has been erupting for nearly a month, but it was not
until clouds of ash halted air traffic in Europe this week that the eruption drew global
attention.
By late Sunday, more than 63 000 flights have been cancelled in 23 European
countries including the UK, Norway, Sweden, Finland and Denmark. Because few
planes are flying, a large number of businessmen and travellers are affected. Delivery
of raw materials, goods and daily necessities is also disrupted. It is estimated that in
the UK, more than 600 000 people were affected.
The economic ripples are being felt worldwide. In the USA, air carriers cancelled 310
flights to and from Europe on Sunday. Kenya's hothouse flowers — responsible for
20% of Africa’s exports — are rotting in warehouses.
Eyjafjallajökull volcano has been dormant for 200 years and it began to erupt on 20
March, sending lava a hundred metres high. The previous eruption of the volcano was
in late 1821 and lasted until early 1823.
20 April 2010
Figure 1
Newspaper cutting about the volcanic eruption in Iceland
Figure 2
Areas affected by the volcanic ash from the eruption of EyjafjallajÖkull volcano
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(a)
With the help of an annotated diagram, explain why volcanic activities are frequent in Iceland.
(5 marks)
(b)
(c)
(d)
(i)
In which direction did the ash cloud travel?
(1 mark)
(ii)
Describe the severity of the ash cloud with respect to its geographical coverage.
(2 marks)
(i)
Which sector is the most affected by the eruption of the volcano?
(1 mark)
(ii)
Describe the impacts brought by the disruption of this sector.
(3 marks)
“The plume of ash from Iceland's Eyjafjallajökull volcano may have implications to the planet’s
climate and public health.” Elaborate this statement.
(e)
(4 marks)
“Volcanologists had no reliable prediction of how long the eruption would continue.”
How can we predict volcanic eruptions?
(2 marks)
##
(a)
Iceland is a volcanic island / located in the Mid-Atlantic Ridge where there is active sea-floor
spreading caused by / repeated uprising and solidification of magma at the constructive plate boundary
between the Eurasian Plate and the North American Plate. / Therefore, its volcanic activities are
frequent.
(b)
(i)
South / Southeast (Any 1)
(ii)
The ash cloud travelled to the south affecting the UK at the beginning. / It continued to travel
and spread to the Scandinavia (Norway, Sweden and Denmark), Central and East Europe, and
countries as far as Moscow and Turkey.
(c)
(i)
Air traffic
(ii)
Businesses and other commercial activities were seriously affected as many flights were
cancelled. / Tourism was badly affected. / Delivery of raw materials and goods were halted.
Industrial production would be affected. / Loss of export earnings of some countries. / Increased
cost for maintenance of aircrafts and clean-up of airports. / Increased compensation cost of
insurance companies. / Increased pressure for land transport such as car rentals and railways.
(Any 3)
(d)
Climate: The volcanic ash will reflect incoming solar radiation back to space. / This will lead to a drop
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in regional or even global temperature.
Public health: Acid gases like sulphur dioxide will attack the respiratory system of human beings. /
Poisonous gases like hydrogen sulphide are hazardous to health.
(e)
Monitoring the seismic activities to detect abnormal crustal activities. / Analysing gas samples
collected from the volcanoes. / Using remote sensing and GIS to detect abnormal volcanic activities.
(Any 2)
##
Study the following figures and then answer the questions.
Figure 1 Major tectonic plates on the Earth
Photo 1
(a)
Photo 2
Match the landforms shown in Photos 1 and 2 with the appropriate locations in Figure 1. (2 marks)
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(b)
Name these landforms.
(c)
(i)
(2 marks)
Draw an annotated diagram to show the formation of the landform shown in Photo 2.
(2 marks)
(ii)
Compare the similarities and differences between the formation of these two types of landforms.
(4 marks)
(d)
Scientific studies found that the location shown in Photo 1 represents “an end-member type of hot spot,
characterised by low magmatic productivity, the opposite of what is found in the Hawaiian Islands.”
(i)
Differentiate between the vulcanicity of the landforms shown in Photos 1 and 2.
(3 marks)
(ii)
Discuss the formation of the Hawaiian Islands.
(3 marks)
(iii) Why do people still stay in Hawaii despite the risk of volcanic eruptions?
(2 marks)
##
(a)
Photo 1: Y
Photo 2: X
(b)
Photo 1: Easter Island / Volcanic island (Any 1)
Photo 2: East African Rift Valley / Rift valley (Any 1)
(c)
(i)
(ii)
Similarities

Both are found at constructive plate
Differences

Volcanic islands involve the formation
boundaries
of new crust, which emerge at the sea

Involves separation of plates
surface after repeated eruptions. / Rift

Tensional force is involved
valleys involve the sinking of crust due
(Any 2)
to gravity, no new crust is formed.

Faulting occurs during the formation of
rift valleys but not volcanic island.
(Accept other reasonable comparisons)
(d)
(i)
There is no vulcanicity in Easter Island as there is no more supply of magma. / Vulcanicity is
present in the East African Rift Valley as / there is continuous uprising of magma to the ground
surface through the lines of weakness.
(ii)
Uneven heat distribution in the mantle causes the rising of columns of hot materials to the
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Earth’s surface, melting the crust and forming an opening known as hot spot. / The cooling and
solidification of the hot mantle materials will form a volcano at the hot spot. / The slow
movement of the Pacific Plate over the hot spot, which is relatively fixed in position will result
in the formation of a chain of volcanoes that make up the Hawaiian Islands.
(iii) Favourable climate / Good infrastructure and facilities / Many job opportunities / Development
of tourism brings good income / Family ties and established social network (Any 2)
##
Study the following information and then answer the questions.
Scenario P
Scenario Q
Scenario R
Almost all buildings
Felt by many people,
Wide-spread damage,
collapse, few structures
swaying trees and poles
including some
remain standing. Bridges
may be observed.
well-designed structures.
are broken, the ground is
badly cracked.
Richter Scale 4.5
Richter Scale 8.3
Richter Scale 6.8
(a)
Match the above scenario with the appropriate magnitude of Richter Scale.
(3 marks)
(b)
Describe another measurement for earthquakes.
(2 marks)
(c)
Compare the emergency response and reconstruction effort between scenario P and Q.
(3 marks)
(d)
Study the graph below.
(i)
Which country, X or Y, is most likely a less developed country?
(1 mark)
Source: UN, 2004
(ii)
Explain your answer above.
(3 marks)
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(e)
What could be done to reduce the damage caused by earthquakes in less developed countries?
(3 marks)
(f)
What are the difficulties faced by less developed countries when carrying out the above measures?
(3 marks)
##
(a)
Scenario P: Richter Scale 8.3
Scenario Q: Richter Scale 4.5
Scenario R: Richter Scale 6.8
(b)
Modified Mercalli Intensity Scale / It measures the intensity of an earthquake, which represents the
destruction caused to human settlements and natural environment.
(c)
No emergency response and reconstruction effort is needed for R as it is only a light earthquake. / For
P, rescue teams and emergency supplies need to be sent to the quake site immediately as the
earthquake is catastrophic. / Foreign assistance is usually needed, especially if the earthquake happens
in a less developed area. / It also takes a long time to reconstruct the area, with much money and
expertise inputs.
(d)
(i)
Country Y
(ii)
Less developed countries have less economic losses in absolute terms as the infrastructure and
buildings of these countries are less well developed. / However, they are low income countries /
and such economic losses could constitute a high proportion of the country’s GDP.
(e)
Better emergency planning / Improving the monitoring and warning systems of earthquakes /
Conducting earthquake drills / Providing earthquake education to people / Better land use zoning /
Enforcing stricter building regulations / Buying insurance (Any 3)
(f)
These countries are too poor and cannot afford the measures to cope with earthquakes. / Low
technology level and cannot develop the equipment needed for earthquake prediction and monitoring. /
Lack of experts to improve response planning and land use zoning. / Too poor to afford better building
materials to resist earthquakes. / Low literacy level and lack of awareness of people make them unable
to prepare and protect themselves from earthquakes properly. / Corruption is often common, which
makes enforcement of measures against hazards less effective. (Any 3)
##
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Study the following information and then answer the questions.
Location
Table 1
Taal volcano
Mount Pinatubo
Mayon volcano
14.00N; 121.00E
15.08N; 120.21E
13.15N; 123.42E
Location of some active volcanoes in the Philippines
Taal volcano shows signs of eruption
Taal volcano in the Philippines has been showing signs of unrest. Since 26th April
volcanic earthquakes have increased. Between 11-24 May the temperature in the
crater lake increased by 2-3oC. Water sample from the crater lake has shown above
normal values of sulphates and total dissolved solids. There has been ground steaming
accompanied by hissing sounds on the northern and northeast sides of the main crater.
The Philippine Institute of Volcanology and Seismology (PHIVOLCS) has raised the
status of the volcano to Alert Level 2 (scale is 0-5), which indicates the volcano is
undergoing magmatic intrusion which may lead to an eruption. Public access to the
main crater has been restricted because steam explosions may suddenly occur or high
concentrations of toxic gases may accumulate.
Taal volcano is one of the most active volcanoes on the island of Luzon in the
Philippines and is located about 65 km from the capital, Manila. Since 1572, between
5 000 to 6 000 people have been killed in six of 24 known eruptions at Taal. The last
eruption occurred in 1977.
8 June 2010
Figure 1
News article about Taal volcano in the Philippines
T
The amazing landscape of the Taal volcano
has made it a famous tourist attraction. Many
people love going there to do hiking,
bird-watching and shooting photos. The
volcano consists of an island in Lake Taal,
which lies within a 25-30 km caldera formed
by four explosive eruptions between 500 000
and 100 000 years ago.
Figure 2
Taal volcano within the Taal Lake
Taal volcano is a famous tourist attraction
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Figure 3
Distribution of active volcanoes in the Philippines
(Source: PHIVOLCS)
(a)
Plot the locations of Taal volcano, Mount Pinatubo and Mayon volcano in Figure 3.
(3 marks)
(b)
“The Philippines is a country with active tectonic activities.” With reference to map evidence,
explain this statement.
(4 marks)
(c)
How does PHIVOLCS monitor the activity of the Taal volcano?
(3 marks)
(d)
Why do people call the Taal volcano “a volcano inside a volcano”?
(2 marks)
(e)
In what ways did the explosive eruption of Taal volcano cause casualties in the past?
(2 marks)
(f)
(i)
(ii)
What precautionary measures have been carried out to reduce the impact of upcoming eruption
of Taal volcano?
(2 marks)
What are the negative impacts caused by the above measures?
(2 marks)
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##
(a)
(b)
The presence of ocean trenches like the Manila Trench and the Philippine Trench / and the collision
zones on the western and southern side of the country / indicate the presence of subduction zones
where two tectonic plates collide with each other along the destructive plate boundary. / The
accumulation and release of stress at the plate boundary and / the melting of crustal materials at the
subduction zone will result in earthquakes and volcanic eruptions respectively.
(c)
It monitors the seismic activities of the volcano / measures the temperature of the crater lake / analyse
the chemical composition of water samples collected from the crater lake / monitors ground steaming /
identifies the sounds produced from the crater (Any 3)
(d)
The volcano is located within the Taal Lake / which is thought to be a crater lake within a large caldera
formed by four explosive volcanic eruptions between 500 000 and 100 000 years ago.
(e)
Lava flow travelled at high speeds / pyroclastic flows would kill people / Poisonous gases like
hydrogen sulphide could kill people / Mudflows could bury settlements (Any 2)
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(f)
(i)
The status of the volcano is raised to Alert Level 2 to indicate the likelihood of eruption. / Public
access to the main crater is restricted.
(ii)
Tours to the volcano are suspended. This affects the income of the tourist guides, souvenir shops,
hotels, etc. / Less recreational resources are available for local residents and tourists.
##
A magnitude 7.0 earthquake occurred in Haiti on 12 January 2010. Study the following information and then
answer the questions.
Figure 1
Location of the earthquake in Haiti
Figure 2 Aid requirements in Haiti soon after the earthquake (Source: United Nations)
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Haiti studies Colombian town for quake rebuilding
Haiti’s official figures told that more than 200 000 people were killed in the January 12
earthquake and 1 million people were made homeless.
Haitian Interior Minister visited Armenia in Colombia's coffee region, where in 1999 a
magnitude 6.2 earthquake killed at least 1 200 people, left tens of thousands homeless
and destroyed 65% of the city's buildings. The total economic loss estimated at US$1.8
billion.
That quake prompted the creation of an earthquake recovery management model
called FOREC (Fund for the Reconstruction of the Coffee Axis), which involved close
collaboration of the Colombian government with local community groups on the basis
of participation, transparency, efficiency and decentralisation of the reconstruction
programme.
FOREC formed alliances for transferring national and international support for recovery
from non-governmental organisations to the local level, empowering citizens and
transforming reconstruction into a collective learning experience. Training is provided
to help local communities decide how to set up new public facilities, community
centres, schools and health centres.
FOREC has rebuilt 90% of the homes and other buildings only three and a half years
after the earthquake, and the citizens were satisfied with the newly built
neighbourhoods. The recovery management model has won a United Nations prize for
reconstruction in 2000.
"We would suggest Haiti to set up a kind of FOREC international where the
reconstruction takes the voices of the Haitian people into account, but with each
country assigned a responsibility under a general plan," the Colombian Interior
Minister said.
8 February 2010
Figure 3
News article about the reconstruction of Haiti
(a)
(i)
Name the tectonic plates X and Y involved in the Haiti earthquake.
(2 marks)
(ii)
Describe the cause of the earthquake.
(3 marks)
(i)
Calculate the total amount of aid requirement soon after the earthquake.
(1 mark)
(ii)
Which sector needs the most amount of money? Why?
(2 marks)
(i)
Which element is being emphasised in the FOREC model regarding the reconstruction of
(b)
(c)
Colombia after the devastating earthquake in 1999?
(1 mark)
(ii) Describe the major features of the above model.
(3 marks)
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(iii) Discuss the role of more developed countries in the adoption of this model in the reconstruction
of Haiti.
(d)
(3 marks)
The former US president Bill Clinton has suggested to “allocate 10 percent of all aid toward
government salaries and training, hiring locals as translators or fixers, and funneling money toward
projects that create jobs.”
In what ways is his suggestion effective in rebuilding a self-sufficient Haiti?
(3 marks)
##
(a)
(i)
X: North American Plate
Y: Caribbean Plate
(ii)
The Caribbean Plate and the North American Plate slide past each other laterally at the
conservative plate boundary, creating stress at the boundary. / The earthquake occurred because
the stress became too great that the crust could not withstand / and was relieved in the form of
seismic waves.
(b)
(i)
US$575 million
(ii)
Food aid
A stable food supply is critical to the survival of people / prevent the occurrence of famine and
diseases / prevent the occurrence of widespread looting to ensure social order (Any 1)
(c)
(i)
Local people / local communities (Any 1)
(ii)
Close collaboration between the government and local community groups. / Promotes local
participation and the reconstruction process is highly transparent. / Alliances are formed for
transferring national and international support for recovery from non-governmental
organisations to the local level. / Transforming reconstruction into a collective learning
experience. / Training is provided to help local communities decide how to set up new public
facilities, community centres, schools and health centres. (Any 3)
(iii) The support of more developed countries are critical to the success of the model. / They have to
take a leading role by sharing the responsibility and / contribute their strengths in areas such as
disaster management, land use planning, engineering and architecture to help rebuild the
country.
(d)
To raise the knowledge and skills of the government officials about earthquake monitoring and
management / enhance better land use zoning / adopt stricter building codes / so as to reduce the level
of destruction caused by earthquakes in the long run. / To create more job opportunities to the local
people so as to lower the unemployment rate. / People’s income is increased and the living quality can
be improved. / The society will become more stable for economic development. (Any 3)
##
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Figures 1 and 2 show the probability of tsunamis in the Caribbean region and Hawaii.
Figure 1
(a)
(b)
(i)
Define run-up height. What does it indicate?
(2 marks)
(ii)
Give ONE factor that will affect the size of run-up height.
(1 mark)
(i)
With evidence from Figures 1 and 2, which area, the Caribbean or Hawaii, has a higher risk of
(ii)
(c)
Figure 2
tsunami?
(4 marks)
Explain your answer in (i).
(2 marks)
Figure 3 shows the pathway of tsunami waves projected when a magnitude-8.8 earthquake occurred in
Chile on 27 February 2010.
Figure 3 Projected pathway of tsunami waves across the Pacific Ocean
(i)
How long did it take for the waves to arrive Hong Kong?
(1 mark)
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(ii)
(d)
How fast were the waves travelling?
(1 mark)
Triggered by an earthquake of similar magnitude, why did the Chile tsunami cause much less
destruction than the Indian Ocean Tsunami in 2004?
(e)
(3 marks)
The following photos show two measures to tsunamis.
(i)
How can they help reduce the risk of tsunamis?
(2 marks)
(ii)
What are the shortcomings of these measures?
(2 marks)
Photo 1
Photo 2
##
(a)
(i)
The run-up height is the maximum height of the waves of tsunamis.
It represents the intensity of a tsunami. / The greater the run-up height, the further inland the
waves will reach, leading to more damage and casualties. (Any 1)
(ii)
Magnitude of the earthquake that triggers the tsunami / explosiveness of the volcanic eruption
under the sea / local topography / area of sea (Any 1)
(b)
(i)
Hawaii. / For a 10-m high tsunami, it happens once every 200 years in Hawaii / but in Carribean
region, it happens once every 1 000 years. / The run-up height of tsunami waves in Hawaii can
reach as high as 20 m but in Carribean, the run-up height is less than 10 m.
(ii)
Hawaii is surrounded by the Pacific Ocean, more vulnerable to tsunamis. / It is within the
Pacific Ring of Fire where tectonic activities are most active. Tsunamis are triggered by frequent
earthquakes and volcanic eruptions along the ring and are most likely to spread to the country.
(c)
(d)
(i)
24 hours
(ii)
19 320(280) km ÷ 24 hr = 805 (11.7) km/hr
Well-developed tsunami warning system in the Pacific region. / Close monitoring and updating of
information about the passage of the tsunami. / The countries around the Pacific region are more
conscious of the impact of a tsunami and more experienced in handling it. / They have better response
planning. / The people have learned a lesson from the Indian Ocean Tsunami and are therefore more
aware of the hazards of tsunamis. (Any 3)
(e)
(i)
Monitor the seismic activity of the crust to assess the probability of earthquakes that might
trigger a tsunami. / To educate the public about the risk of tsunamis and ways to deal with them.
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(ii)
The present level of technology still cannot predict the exact locations of earthquakes. / False
tsunami warnings may be issued due to inaccurate predictions. / The run-up height varies with
factors such as local topography, area of sea, etc. and cannot be predicted. / Education via
museums is a passive way to deliver knowledge about tsunamis. / Not an effective means as it
depends on participation of the public. (Any 2)
##
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